Bullying in schools: prevalence, bystanders’ reaction and associations with sex and relationships

Abstract

Background Bullying and peer victimization are the most pressing social problems affecting the wellbeing of children and adolescents. This study attempts to estimate the prevalence and examine the association of bystander’s sex, her/his relationship with the victim and with the bully, and bystander’s reaction to school bullying in East Gojjam Administrative Zone, Ethiopia. Methods This study followed an explanatory mixed-method study design. For the quantitative phase, 612 participants were selected using multistage cluster sampling techniques and for qualitative phase, 18 participants were selected using purposive sampling technique. We used self-reported questionnaires and semi-structured interviews to collect data from students attending grades 7, 8, 9, and 10. Results This study revealed that 55% of bystanders remained passive while 38% of them defended the victim upon witnessing bullying incidents. Pearson Chi-Square test for independence indicated a significant association between bystanders’ relationship with the victim and/or bully, and bystanders’ reaction. In contrast, sex has no significant association with bystanders’ reaction. The semi-structured interview data also suggested that large number of bystanders most often stood by passively while some of them defended the victim. Conclusion The practice of defending among students attending their education in governmental primary and secondary schools in East Gojjam Administrative Zone was low. Close social relationships (being close friends, relatives, and classmates) with the victim and bully were significantly associated with the practice of defending.

School Violence: Causes, Impacts and Solutions

“…Most of the time, male bystanders directly defend themselves when they witness a man hurting a male victim. Typically, the woman indirectly participates in the defense by screaming, calling other students, or reporting to the school [23].…”

“…Studies have shown that some bystanders remain neutral during violent events because the abuser is bigger or older. Cause bystanders to be afraid to act recklessly [23].…”

Students' defending and passive bystanding behaviours when witnessing school bullying in North Western Ethiopia: Roles of personal and situational factors

“…Another study (Pells et al, 2016) reported that 15% of 15‐year‐old adolescents experienced indirect bullying, 14.2% experienced verbal bullying, 10.5% experienced attacks on property, and 5.4% experienced physical bullying in the 2009 academic year. A more recent study (Eijigu & Teketel, 2021) reported that 55% of bystanders remained passive while 38% of them defended the victim upon witnessing bullying incidents. The study also reported that bystanders' defending behaviour had a significant association with bystanders' relationship with the victim and/or bully.…”

“…Moreover, Eijigu and Teketel's (2021) study concluded that the practice of defending among students in governmental primary and secondary schools in East Gojjam Administrative Zone was low. This study is thus designed to answer why large numbers of students choose to remain passive while a smaller number of students personally defend victims during bullying incidents in schools.…”

“…The model proposed that close social relationships are important factors for determining defending behaviour. Empirical evidence revealed that bystanders’ close relationship with the victim was associated with helping (Eijigu, 2021; Eijigu & Teketel, 2021; Forsberg, Thornberg, & Samuelsson, 2014; Thornberg et al, 2012). The current study extends previous works by introducing bystander's number of close friends as a factor that potentially explains bystanding behaviour.…”